Sixth Grade Ratio of Boys to Girls Content Rubric—Claim 1 6. RP.A Understand ratio concepts and use ratio reasoning to solve problems 6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b….(the remainder of the standard is not addressed in this task 6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. 0 1 2 Does Not Meet Standard Yet Level 0 students show inconsistent or no understanding of ratio concepts and the uses ratio reasoning to solve problems by not: Naming the fractional amount of boys in the school. Identifying the total number of students when given 120 boys in a school with a ratio of 4 boys to 5 girls. 3 4 Meets Standard Exceeds Standard Level 3 students show a good understanding of ratio concepts and the uses ratio reasoning to solve problems by: Level 4 students show a thorough understanding of ratio concepts and the uses ratio reasoning to solve problems by: Level 1 students show little understanding of ratio concepts and the uses ratio reasoning to solve problems by: Level 2 students show a partial understanding of ratio concepts and the uses ratio reasoning to solve problems by: Completing part of the task correctly, but not enough to establish his/her knowledge and skill in ratio concepts and the use of ratio reasoning to solve problems. Inaccurately naming the fractional amount of students (e.g., 5/9, 4/5, or 5/4). Accurately naming the fractional amount of boys in the school as 4/9 or its equivalent. Inaccurately or not Identifying that there are a total of 270 students (but within a range of 250-300) when given 120 boys in a school with a ratio of 4 boys to 5 girls. Identifying that there are a total of 270 students when given 120 boys in a school with a ratio of 4 boys to 5 girls. OR Inaccurately naming the fractional amount of students that does not include the numbers presented in the problem. Imprecisely or not identifying the total number of students when given 120 boys in a school with a ratio of 4 boys to 5 girls. Attempting to make connections between or among two mathematical models/representations that illustrate how they determined the total number of students when given 120 boys in a school with a ratio of 4 boys to 5 girls. The opportunity for students to demonstrate a Level 4 on this task is not present. Making connections between or among at least two mathematical models/representations to illustrate how they determined the total number of students when given 120 boys in a school with a ratio of 4 boys to 5 girls. SMP RUBRIC ADAPTED FROM RANGE ACHIEVEMENT LEVEL DESCRIPTORS FOR MATHEMATICS (http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/11/Smarter-Balanced-Math-ALDs.pdf) Page 1 Practice Rubric—Claim 3 Claim 3 Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Claim 3 Range ALD: A. Test propositions or conjectures with specific examples. B. Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures. C. State logical assumptions being used. D. Use the technique of breaking an argument into cases. E. Distinguish correct logic or reasoning from that which is flawed and—if there is a flaw in the argument—explain what it is. 0 1 2 Does Not Meet Standard Yet Level 0 students demonstrate inconsistent or no ability to clearly and precisely construct viable arguments in support of his or her reasoning or identify obvious flawed arguments in familiar contexts. Level 1 students demonstrate little ability to clearly and precisely construct viable arguments in support of his or her reasoning using concrete referents such as objects, drawings, diagrams, and actions and identify obvious flawed arguments in familiar contexts. Level 2 students demonstrate a partial ability to clearly and precisely construct viable arguments in support of his or her reasoning and should be able to find and identify the flaw in an argument by using examples or particular cases. Students should be able to break a familiar argument given in a highly scaffolded situation into cases to determine when the argument does or does not hold. 3 4 Meets Standard Exceeds Standard Level 3 students demonstrate an ability to clearly and precisely construct a viable argument in support of his or her reasoning by using stated assumptions, definitions, and previously established results and examples to test and support their reasoning or to identify, explain, and repair the flaw in an argument. Students should be able to break an argument into cases to determine when the argument does or does not hold. Level 4 students demonstrate a thorough ability to clearly and precisely construct viable arguments in support of his or her reasoning by using stated assumptions, definitions, and previously established results to support their reasoning or repair and explain the flaw in an argument. They should be able to construct a chain of logic to justify or refute a proposition or conjecture and to determine the conditions under which an argument does or does not apply. F. Base arguments on concrete referents such as objects, drawings, diagrams, and actions. G. At later grades, determine conditions under which an argument does and does not apply. (For example, area increases with perimeter for squares, but not for all plane figures.) SMP RUBRIC ADAPTED FROM RANGE ACHIEVEMENT LEVEL DESCRIPTORS FOR MATHEMATICS (http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/11/Smarter-Balanced-Math-ALDs.pdf) Page 2 Task Specific Rubric Ratio of Boys to Girls (6th Grade) Level 0 students do not meet criteria for a level 1 Level 1 students demonstrate little ability to clearly and precisely construct viable arguments in support of his or her reasoning by: Attempting to use solutions in the problem to provide examples that support student reasoning, but not enough to establish his/her ability to clearly and precisely construct viable arguments to support their own reasoning. Level 2 students demonstrate a partial ability to clearly and precisely construct viable arguments in support of his or her reasoning by: Level 3 students demonstrate an ability to clearly and precisely construct a viable argument in support of his or her reasoning by: Level 4 students demonstrate a thorough ability to clearly and precisely construct viable arguments in support of his or her reasoning by: Inaccurately using solutions in the problem to make assumptions or provide examples to make claims that support student reasoning. Using solutions in the problem the students make assumptions, use definitions, or provide examples to make claims that support their reasoning. Using solutions in the problem the students make assumptions, use definitions, and provide examples to make claims that support their reasoning. Attempting to break arguments into cases. Possibly breaking arguments into cases. Breaking arguments into cases. Explaining flaws in an argument.—If flaws exist Explaining the conditions under which each argument does or does not apply. SMP RUBRIC ADAPTED FROM RANGE ACHIEVEMENT LEVEL DESCRIPTORS FOR MATHEMATICS (http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/11/Smarter-Balanced-Math-ALDs.pdf) Page 3 SMP RUBRIC ADAPTED FROM RANGE ACHIEVEMENT LEVEL DESCRIPTORS FOR MATHEMATICS (http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/11/Smarter-Balanced-Math-ALDs.pdf) Page 4

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# 6th Grade Rubric - Washington State ESDs